The origins of power readily align with the construction of social norms that have restricted women from leadership roles in fields considered to be masculinized. In education, for example, White males have historically dominated the top leadership positions in school organizations. Traditionally schools have been organized along a vertical and patriarchal model, where the White man is more often than not at the top of the organizational structure and minority groups at the bottom (Brunner, 1999, 2000, 2002; Blount, 1996; Grogan, 1996, 2005; Tallerico, 2005). The representation of Latinas in the superintendency has not kept pace with the growing Hispanic population being served in schools. However, according to the 2010 United States Census Bureau, 50% of all Hispanics live in California and Texas and 63% of Hispanics in the U.S. are of Mexican origin. This study portrays a holistic picture of Mexican American female superintendents. The following questions were addressed: (1) What types of school districts do Mexican America women lead? (2) What have been the experiences of Mexican American women while seeking and operating within the superintendency? and (3) What strategies and supports are available to Mexican American women as they successfully obtain the superintendent's position?